Working with Children and Adolescents with Intellectual Disabilities: Positive Behaviour Support
Call for Schedule
Normal Fees: S$580
SkillsFuture Credit: Can use fully or partially
NTUC UTAP: Reimbursement of 50% of course fees (up to $250/year)
NCSS VCF Pre- Approval Funding: $240
Schools & Ministries: e-invoicing via vendor.gov
about the trainer
Dr Lohsnah Jeevanandam is a Clinical Psychologist. She received her Bachelors from the University of Sydney, Australia and her Doctorate in Clinical Psychology from The University of Queensland, Australia. Dr Jeevanandam is also a Registered Psychologist with the Singapore Psychological Society.
Dr Jeevanandam is a Senior Lecturer at the National University of Singapore where she teaches, as well as is the placement co-ordinator for the masters in Clinical Psychology programme. She is also Senior Consultant Clinical Psychologist with a local mental health clinic, working largely with children and adolescents. She is also adjunct lecturer at the Singapore University of Social Sciences. Dr Jeevanandam also conducts numerous trainings and workshops.
Dr Jeevanandam previously worked at The Movement for the Intellectually Disabled of Singapore. She also conducted interviews for candidates for the Public Service Commission scholarship for the Civil Service College. Other previous appointments included adjunct lecturer and research supervisor at James Cook University Singapore.
Challenging behaviour can arise for different reasons, often personal to the child or youth with intellectual disability such as hurting himself or hurting others. It makes life more difficult for the person himself and those around him. It is hence critical that social care professionals have the right skills and knowledge to support such people.
Positive behaviour support (PBS) is a behaviour management system that has increasingly become the model of choice when working with persons with behavioural challenges. It is a multi-component framework used to understand the factors that maintain challenging behaviours; it aims to find the meaning behind the person’s behaviour, and then help them find ways to achieve what they want. PBS uses the techniques of Applied Behaviour Analysis guided by a strong value base and delivered in person-centred ways to fulfill its objectives.
The efficacy of PBS is also strongly supported by recent evidence-based research as demonstrated in numerous systematic reviews and meta-analyses (e.g., (Campbell, 2003; Carr et al., 1990, 1999; Didden et al., 1997; 2006; Harvey et al., 2009).
This full-day workshop is designed for special needs teachers and social service professionals working with children and adolescents with moderate to severe challenging behaviours in disability services. It comprises 5 parts: Part A explains the theoretical underpinnings of PBS. Part B explores communication techniques to reduce behaviours of concern. Part C and D discuss the assessments and strategies when working with people with disabilities. Part E concludes the workshop by exploring various considerations when implementing a PBS plan.
This practical workshop is offered in a multi-modal format including immersive and experiential training via role-play, case studies, peer activities, and observation in addition to traditional teaching strategies.
Target audience includes a broad range of social service professionals who work in the disability fields. This includes psychologists, mental health workers, teachers, therapists, social workers, social work assistants, social work aids, medical professionals, therapy assistants, and direct support workers who work in employment, day programmes and residential programmes.
Part A: Introduction
- Key principles of PBS
- Rights of people with a disability
- Rights of disability support workers
- Components of PBS
- Improving quality of life
- Developing skills
- Partnering with social care professionals
- All behaviour is for a reason, even challenging ones
- Use of Applied Behaviour Analysis
- Incorporate other approaches, e.g., occupational therapy
- Based on facts and evidence
- Formal assessment
- PBS plan
- Long-term support
Part B: Communication Techniques to Reduce Behaviours of Concern
- Prompt-free training
- Incidental teaching, etc.
Part C: PBS Assessment
- Functional behaviour assessment
- Mistaken and alternative interpretations of behaviour
- Behaviour recording
- Motivation assessment tool
Part D: PBS strategies
- Changing background factors
- Skill development strategies
- Short-term change strategies
- Immediate response strategies
- General risk minimising strategies
- Maintaining self-control
Examples & Skills Practice
Part E: Implementation
- Resources required
- Working with stakeholders, etc.